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The veterinary curriculum is predominantly characterized by lecturing large amounts of facts than by self-directed learning of the students. According to previous research on educational concepts, however, by just listening, students memorize a smaller fraction of the presented information. In addition, the ability of self-directed learning is a perquisite for lifelong acquisition up to date knowledge for veterinary practitioners. In this project 162 fourth year students attending the clinical rotation of reproduction of domestic animals were enrolled. To motivate students to engage in self-directed learning, instead of writing a clinical case report, they were allowed to choose a topic of their own interest in the field of animal reproduction. They had a free choice for the method of presentation. Their attitudes and experiences were evaluated in a questionnaire. 87.7% of students decided to research and present a topic of their own choice instead of a clinical case report. They presented the information with a talk (44.9%), a quiz or board game (26.8%), a poster, video (18.8%), or with a model (5.1%). Evaluation of the project revealed that the time for preparation did not differ between a chosen topic and a case report. The students stated that learning success and motivation was higher when preparing or listening to presentations and colleague talks compared to writing standard case reports. Overall, motivation was high and as a side effect, the students produced valuable teaching material for following courses.